Technology is now considered by most educators and parents to be an integral part of providing a high-quality education. There is concern, however, that not all students, particularly students in rural schools or schools with a high percentage of minority or poor students, have equal access to educational technology, both in terms of the availability of equipment and the successful integration of technology into the classroom. To address these concerns, the federal government funds a number of programs designed to help encourage the effective use of technology in classrooms and eliminate differences in students' access to technology. The U.S. Department of Education (ED) contracted with SRI International, the American Institutes for Research, and the Urban Institute to conduct the Integrated Studies of Educational Technology (ISET). ISET consisted of a nested set of state, district, school, and teacher surveys, designed to provide nationally representative information on federal funding for, and uses of, educational technology. This issue brief summarizes the major findings from the three final reports that ISET produced. (Contains 7 figures and 4 footnotes.) [This report was published by the Office of the Under Secretary's Policy and Program Studies Service.]